Self-assessment
The follo i g state e ts relate to o e’s perspe ti e o life a d to aki g de isio s.
For each of the statements, please indicate how much you agree or disagree.
Indicate how you feel now. First impressions are usually best. Do not spend a lot of time on any one
question.
Please be honest with yourself so that your answers reflect your true feelings.
1
Strongly
Agree
1. I can pretty much determine what will happen in my life.
2. People are only limited by what they think is possible.
3. People have more power if they join together as a group.
4. Getting angry about something never helps.
5. I have a positive attitude toward myself.
6. I am usually confident about the decisions I make.
7. People ha e o right to get a gry just e ause they do ’t like so ethi g.
8. Most of the misfortunes in my life were due to bad luck.
9. I see myself as a capable person.
10. Making waves never gets you anywhere.
11. People working together can have an effect on their community.
12. I am often able to overcome barriers.
13. I am generally optimistic about the future.
14. When I make plans, I am almost certain to make them work.
15. Getting angry about something is often the first step toward changing it.
16. Usually I feel alone.
17. Experts are in the best position to decide what people should do or
learn.
18. I am able to do things as well as most other people.
19. I generally accomplish what I set out to do.
20. People should try to live their lives the way they want to.
. You a ’t fight ureau ra y.
22. I feel powerless most of the time.
23. When I am unsure about something, I usually go along with the rest of
the group.
24. I feel I am a person of worth, at least on an equal basis with others.
25. People have the right to make their own decisions, even if they are bad
ones.
26. I feel I have a number of good qualities.
27. Very often a problem can be solved by taking action.
28. Working with others in my community can help to change things for the
better.
The items are set to account for the following factors:
- Self-esteem and self-efficacy (items n. 5, 6, 9, 12, 14, 18, 19, 24, 26)
- Power-powerless (items n. 7, 8, 10, 16, 17, 21, 22, 23)
- Community activism and autonomy (items n. 3, 11, 20, 25, 27, 28)
- Optimism and control over the future (items n. 1, 2, 13, 27)
- Righteous anger (items n. 4, 7, 10, 15)
2
3
4
Agree Disagree Strongly
Disagree
The assessment score is obtained by summing and averaging the raw scores on all items. Scores in
the range 2.51-4.00 are considered low level of competence; scores in the range 1.51-2.50 as
medium level; and scores in the range 1.00-1.50 as high level.
Growth mindset
The follo i g state e ts relate to o e’s perspe ti e o
i dset.
Please show how much you agree or disagree with each statement.
1
Strongly
Agree
2
Agree
3
Mostly
Agree
4
5
Mostly
Disagree
Disagree
6
Strongly
Disagree
1. You have a certain amount of transversal
o pete es, a d you a ’t really do u h to ha ge
it.
2. Your transversal competences is something about
you that you a ’t ha ge ery u h.
3. No matter who you are, you can significantly
change your transversal competences level.
4. To e ho est, you a ’t really ha ge the a ou t
of transversal competences you have.
5. You can always substantially change the amount of
transversal competences you have.
6. You a lear e thi gs, ut you a ’t really
change your basic transversal competences
7. No matter the amount of transversal competences
you have, you can always change it quite a bit.
8. You can change even your basic transversal
competences level considerably.
The items are set to account for the following factors:
- Entity beliefs (static mindset) (items n. 1, 2, 4, 6)
- Incremental beliefs (growth mindset) (items n. 3, 5, 7, 8)
The assessment score is obtained by summing and averaging the raw scores on all items. Scores in
the range 1.00-3.00 are considered low level of competence in using a growth mindset; scores in
the range 3.01-4.00 as medium level; and scores in the range 4.01-6.00 as high level.
Growth mindset (self-assessed)
The following statements can describe opposite ways for people to generally behave. There are no good or
wrong behaviours.
The bar represents you. For each sentence, please place the bar at the closest point that you feel as
representative of your behaviour.
I avoid challenging situations
When faced with obstacles, I feel
like giving up
… … … … … … … … … …
… … … … … … … … … …
…
…
I embrace challenging situations
When faced with obstacles, I feel
like persisting
I see effort as fruitless
… … … … … … … … … …
…
I see effort as the path to
mastery
I ignore negative feedbacks or
criticisms, even if useful
… … … … … … … … … …
…
I can learn from negative
feedbacks and criticism
I feel that the success of others
threatens me and my image
… … … … … … … … … …
…
I find lessons and inspiration in
the success of others
Growth mindset (peer- or teacher- assessed)
Now please think about STUDENT NAME. In the following, the bar represents STUDENT NAME. For each
sentence, please place the bar at the closest point that you feel as representative of STUDENT NAME’s
behaviour.
Avoids challenging situations
When faced with obstacles, feels
like giving up
… … … … … … … … … …
… … … … … … … … … …
Sees effort as fruitless
… … … … … … … … … …
… Embraces challenging situations
… When faced with obstacles, feels
like persisting
… Sees effort as the path to
mastery
Ignores negative feedbacks or
criticisms, even if useful
… … … … … … … … … …
Feels that the success of others
threatens me and my image
… … … … … … … … … …
… Can learn from negative
feedbacks and criticism
… Finds lessons and inspiration in
the success of others
The second assessment tool measures on a 10-points scale the extent to which the respondent:
1. Avoids challenge vs. embrace challenge
2. Sees effort as fruitless or worse vs. sees effort as the path to mastery
3. Ignores criticism or useful negative feedback vs. learns from criticism
4. Feel threatened by success of others vs. finds lessons and inspiration in the success of
others
This scale is proposed to be both self-assessed and peer- or teacher-assessed.
The assessment score is obtained by summing and averaging the raw scores on all items. Scores in
the range 1.00-6.50 are considered low level of competence in using a growth mindset; scores in
the range 6.51-8.50 as medium level; and scores in the range 8.50-10.00 as high level.
Emotional intelligence (self-assessed)
The following statements regard the role of emotions in your life. Please indicate how much you agree or
disagree with each statement.
Please note that the format of the scale differs from the previous ones.
1
Strongly
Disagree
1. I know why my emotions change
2. I easily recognize my emotions as I experience them
3. I can tell how people are feeling by listening to the
tone of their voice
4.By looking at their facial expressions, I recognize the
emotions people are experiencing
5. I seek out activities that make me happy
6. I have control over my emotions
7. I arrange events others enjoy
8. I help other people feel better when they are down
9. When I am in a positive mood, I am able to come up
with new ideas
10.I use good moods to help myself keep trying in the
face of obstacles
2
Disagree
3
Nor agree
nor
disagree
4
Agree
5
Strongly
Agree
Emotional intelligence (peer- or teacher-assessed)
Now please think about STUDENT NAME. For each sentence, please indicate how much you agree or
disagree with each statement as representative of STUDENT NAME.
1
Strongly
Disagree
2
Disagre
e
3
4
Nor agree Agree
nor
disagree
5
Strongly
Agree
1. STUDENT NAME knows why his/her emotions
change
2. STUDENT NAME easily recognizes his/her
emotions as he/she experiences them
3. STUDENT NAME can tell how people are
feeling by listening to the tone of their voice
4.By looking at their facial expressions, STUDENT
NAME recognizes the emotions people are
experiencing
5. STUDENT NAME seeks out activities that make
he/she happy
6. STUDENT NAME has control over his/her
emotions
7. STUDENT NAME arranges events others enjoy
8. STUDENT NAME helps other people feel better
when they are down
9. When STUDENT NAME is in a positive mood,
he/she is able to come up with new ideas
10. STUDENT NAME uses good moods to help
himself/herself keep trying in the face of
obstacles
The scale is proposed to be used both as self-assessed and etero-assessed (e.g., peer- and teacherassessment).
The assessment score is obtained by summing and averaging the raw scores on all items. Scores in
the range 2.51-5.00 are considered low level of competence in emotional intelligence; scores in the
range 1.51-2.50 as medium level; and scores in the range 1.00-1.50 as high level.
Perseverance (peer- or teacher-assessed)
Now please think about STUDENT NAME. For each sentence, please indicate how much you think that
STUDENT NAME practices them in his/her life – as you have perceived during the activities that you carried
out together during the project/course.
1
Never
2
Seldom
3
Someti
mes
4
Often
5
Most
of the
times
6
Always
1. If STUDENT NAME starts an assignment, he/she
finishes it, even if he/she is tired of it
2. Even if there is distraction, STUDENT NAME
keeps on working in a concentrated way
3. STUDENT NAME places high demands on
himself/herself when he/she is working
4. Even after a setback or failure STUDENT NAME
continues with the task at hand
5. STUDENT NAME works with clear goals
6. Only important reasons can make STUDENT
NAME change his/her plans
7. Even if the assignment is difficult, STUDENT
NAME starts working on it immediately
Could you please describe an experience with STUDENT NAME that describes how did you use/not use these
competences?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
The scale is proposed to be used both as self-assessed and etero-assessed (e.g., peer- and teacherassessment).
The assessment score is obtained by summing and averaging the raw scores on all items. Scores in
the range 1.00-3.50 are considered low level of perseverance; scores in the range 3.51-5.00 as
medium level; and scores in the range 5.01-6.00 as high level.
Perseverance (self-assessed)
The following statements relate to different competences, which might, or not, be familiar to you.
Please show to which extent you practice them in your life.
1
Never
2
Seldom
3
4
Sometim Often
es
5
Most
of the
times
1. If I start an assignment, I finish it, even if I am
tired of it
2. Even if there is distraction, I keep on working
in a concentrated way
3. I place high demands on myself when I am
working
4. Even after a setback or failure I continue with
the task at hand
5. I work with clear goals
6. Only important reasons can make me change
my plans
7. Even if the assignment is difficult, I start
working on it immediately
Could you please describe an experience that describes how did you use/not use these competences?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
6
Always
Coping strategy (self-assessed)
The following statements relate to different competences, which might, or not, be familiar to you.
Please show to which extent you practice them in your life.
1
Never
1. I ask others what they think about my
approach
2. If I cannot figure it out myself, I ask for help
3. I learn from the critique of others
4. I admit my mistakes spontaneously
5. I learn by cooperating with others
6. I attend courses in order to do my job better
7. I investigate which training and courses are
available
8. I know where I can go for specific trainings
9. I am willing to make additional efforts in order
to learn
10. I always know which new developments are
occurring in the sector I am working with
11. I like to learn
12. If a situation changes, I adjust my plans
13. If I notice that I do not obtain the necessary
results, I adjust my plans immediately
14. I adjust my planned approach when new
opportunities arise
15. If my plan goes differently than expected, I
make a new plan
2
Seldom
3
4
Sometim Often
es
5
Most
of the
times
6
Always
Coping strategy (peer- or teacher-assessed)
Now please think about STUDENT NAME. For each sentence, please indicate how much you think
that STUDENT NAME practices them in his/her life – as you have perceived during the activities
that you carried out together during the project/course.
1
Never
2
Seldom
1. STUDENT NAME asks others what they think
about his/her approach
2. If STUDENT NAME cannot figure it out
himself/herself, he/she asks for help
3. STUDENT NAME learns from the critique of
others
4. STUDENT NAME admits his/her mistakes
spontaneously
5. STUDENT NAME learns by cooperating with
others
6. STUDENT NAME attends courses in order to do
his/her job better
7. STUDENT NAME investigates which training and
courses are available
8. STUDENT NAME knows where he/she can go for
specific trainings
9. STUDENT NAME is willing to make additional
efforts in order to learn
10. STUDENT NAME always knows which new
developments are occurring in the sector he/she
is working with
11. STUDENT NAME likes to learn
12. If a situation changes, STUDENT NAME adjusts
his/her plans
13. If STUDENT NAME notices that he/she does
not obtain the necessary results, he/she adjusts
his/her plans immediately
14. STUDENT NAME adjusts his/her planned
approach when new opportunities arise
15. If his/her plan goes differently than expected,
STUDENT NAME makes a new plan
The items belong to the following constructs:
- Self-knowledge: items from n. 1 to n. 5;
- Orientation towards learning: items from n. 6 to n. 11;
- Planning for future: items from n. 12 to n. 15.
3
4
Someti Often
mes
5
Most
of the
times
6
Always
The scale is proposed to be used both as self-assessed and etero-assessed (e.g., peer- and
teacher-assessment).
The assessment score is obtained by summing and averaging the raw scores on all items for
each scale. Scores in the range 1.00-3.75 are considered low level of competence in using
coping strategies; scores in the range 3.76-5.25 as medium level; and scores in the range
5.26-6.00 as high level.
SHORT VERSION
A shortened version of the assessment tool to be administered to students was built only using the
planning for future scale, to be used both as self-assessment and etero-assessment. The evaluation
criteria follow the same evaluation ranges described above.
Coping strategy (self-assessed)
The following statements relate to different competences, which might, or not, be familiar to you.
Please show to which extent you practice them in your life.
1
Never
2
Seldom
3
4
Someti Often
mes
5
Most
of the
times
6
Always
1. If a situation changes, I adjust my plans
2. If I notice that I do not obtain the necessary
results, I adjust my plans immediately
3. I adjust my planned approach when new
opportunities arise
4. If my plan goes differently than expected, I
make a new plan
Coping strategy (peer- or teacher-assessed)
Now please think about STUDENT NAME. For each sentence, please indicate how much you think
that STUDENT NAME practices them in his/her life – as you have perceived during the activities
that you carried out together during the project/course.
1
Never
1. If a situation changes, STUDENT NAME adjusts
his/her plans
2. If STUDENT NAME notices that he/she does not
obtain the necessary results, he/she adjusts my
plans immediately
3. STUDENT NAME adjusts his/her planned
approach when new opportunities arise
4. If his/her plan goes differently than expected,
STUDENT NAME makes a new plan
2
Seldom
3
4
Someti Often
mes
5
Most
of the
times
6
Always